ARTE 343 Education Lesson Plan- by Dr.

Gross in Spring2020

Disability Awareness
Central Focus This lesson helps students increase knowledge and awareness about people with disabilities and
to explore ways to sensitively communicate and interact with people with disabilities.
Grade Level Early Sr High (9-10)
Time (Number of 6 50 minute class periods
Classes and Length of
Classes)
Student Early Sr high students are still in a stage of extremely rapid
Characteristics growth and experience a changing
body image and self-consciousness. Students are able to sit
still and concentrate on an activity
for longer periods of time. These students still need
interaction and variety to keep them
engaged. Students require more sleep than the average
adult, so they may come to school tired,
as a result of after school activities and work. Grade 9-10
students are capable of abstract
thought and are understanding general [Link] are
able to consider diverse viewpoints.
Complex learning becomes a focus for students because
basic learning processes have been
established.

Early Sr High students have developed individuality and have

special interests. Students want
their lessons to connect to the outside world. Students at
these grades develop a personal ethic
and don’t follow the core values of the behavior they were
once taught. Many students are
aware of social injustice and become sensitive to it. Social
change is very prominent in these
students' lives, but struggle by the amount of time and effort
it takes to get to that point. Grade
9-10 students tend to have high standards for adult
competency and consistency and are
resistant to adult authority. Many Grade 9-10 students
continue to be concerned with how their
peers view their appearance and behavior. Much of their
sense of self is still drawn from peers,
with whom they may make decisions based on a “group
consciousness,” rather than making
their own decisions. Acceptance from students' peers is often
more important than adult
approval. Adolescents will express peer identification through
their slang, clothing style,
language, and behavior. Students crises of relationships
between friends and romance become
a distraction to students and take them away from
academics.

Rationale for Lesson: People of all ages are intimidated by the unknown. Students'
exposure to information on people with disabilities is very
limited in schools. When students see people who are
different from them, they may not be very accepting of them.
It is essential to provide people with disabilities a safe and
accepting environment in both schools and the community by
starting to build awareness. In order to address this need for
them, this lesson is targeting disability awareness. I have
created a lesson curriculum for sr high students which will:
Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

teach the students about different disabilities and discuss

how they could bring awareness to the topic.

National Media Arts Standards Addressed

(MA:[Link]),(MA:Cr:3.1.I), (MA:Pr5.1.I), (MA:Pr6.1.I), (MA:Re7.1.I), (Ma:Cn11.1.I)

LEARNING OBJECTIVES
As a result of this lesson, students will be able to: (Formal, Conceptual, and Skill)
1. Students will be able to explore ways to communicate sensitively with people with disabilities
2. Students will be able to develop a poster following the elements of design
3. Students will be able to use basic Photoshop tools to manipulate an image

TEACHER MATERIALS
● Powerpoint ● Photoshop ● Images of Artwork
● Computer ● Video ● Posters

STUDENT MATERIALS
● Computer ● Photoshop ● Pencil
● Powerpoint ● Video ● Paper
● Images of Artwork ● Posters

ARTISTS IN CONTEXT

Key Artists Chloé Duplessis, Frida Kahlo, Valerie Rose, Cora Trowbridge, Emily Ugoretz
Key Artworks Chloé Duplessis and Valerie Rose, “Holding Hope.” October 2021.
[Link]

Frida Kahlo, “THE BROKEN COLUMN.” 1944.

[Link]

Cora Trowbridge, “Behind the Mask.” March 6, 2020.

[Link]
arts-show/

Emily Ugoretz, “Be The Change.” April 11, 2020.

[Link]

Key Critical Questions 1. Why do you think the artist made this piece?
2. What was the artist trying to convey?
3. What colors are prominent throughout the piece?
4. What challenges does this type of media pose?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Disability- is a condition of having a physical or mental impairment
Sensitivity -an understanding of others’ feelings and emotions
Lasso tool- drawing freeform segments of a selection border

Language Tasks and 1. Research Activity

Activities 2. Group critique

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch (Day 1) Instruction Methods
● To introduce the lesson on disability awareness to the class I will start with a ● Teacher Demonstration
short 5 minute activity to get students into the mindset. ● Hands-On Student Involvement
● To start the activity, students take out two sheets of paper. ● Group Discussion
-Have the students write their name (e.g. Jonathan) with their dominant
hand (right hand if right-handed, left hand if left-handed) as many times as
they can in a 30 second time span.
Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

● Give the student with the most names written a prize (e.g. piece of candy)
● Then have students write their name with their non-dominant hand (left hand if
right-handed, right hand if left-handed) as many times as they can in a 30
second time span.
● Tell students this activity is intended to simulate what a physical disability could
feel like (such as being paralyzed in your arm or hand.)
● Explain to students how assistive technology and accommodations are helpful to
people who have physical disabilities (such as having wheelchair ramps, an
assistant take notes for you or a device, or using a special keyboard) so they can
participate with everyone else.
● Then have students write their name backwards (example would be on the
board) as many times as they can with their dominant hand in 30 seconds.
● Tell students this activity is intended to simulate what it would be like to have a
learning disability (such as when letters may appear jumbled, for example
“teacher” looks like “teecher”).
● Explain to students having a learning disability does not make someone less
smart than anyone else. With appropriate help and support students with
learning disabilities can be as successful as other students.

Instruction (Day 1) Instruction Methods

● Direct Instruction
● After completing the warm up activity, have the students partner up. Have the ● Teacher Demonstration
students write a short definition and description of the term disability. After, ask ● Hands-On Student Involvement
the students to list some examples of physical and mental disabilities. ● Group Discussion
● Break the students up into groups. Then you will assign each group a topic to
research. Assign each group one of the following disabilities to research:
attention deficit hyperactivity disorder, autism, blindness, deafness, cerebral
palsy, down syndrome, dyslexia, muscular dystrophy.)
● Pass out the handout researching disabilities worksheet to help structure the
students research. As a group, discuss:
-Did you have any stereotypes about people with this disability before
learning more about it?
-How has learning more about this disability changed your views?
-How could you bring awareness
Closure (Day 1) Instruction Methods
● The teacher will end the day 1 lesson by asking the students to think about some ● Direct Instruction
questions to reflect on.
-What could you do to bring more disability awareness?
-What could you do to help those who feel excluded?
-Do you think disability awareness should be taught in school?

Launch (Day 2) Instruction Methods

● Start day 2 by briefly talking about day one's lesson and how it correlates to the ● Direct Instruction
project. ● Hands-On Student Involvement
● Have the students take a quick questionnaire on their knowledge of photoshop. ● Group Discussion
Questions should ask:
-Have you used photoshop before?
-How familiar are you with photoshop?
-What would you like to know about photoshop?
-Do you know how to use the lasso tool?
● Discuss the results with the class and evaluate the level of knowledge the class
has.
Instruction (Day 2) Ins Instruction Methods
● Teacher Demonstration
● The teacher will walk the students through using the lasso tool on Photoshop ● Hands-On Student Involvement
● The teacher will first Instruct the students to open up Photoshop
● Instruct the students to use the default size and open the new page
● After have the students select an image off the internet that they would like to
Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

alter
● Introduce the lasso tool that you will be teaching to the class.
-Ask the students if they know what the lasso tool is used for.
● Teach the students about the where the lasso tool is located first:
● Step 1: Select the lasso tool from the tool box.
● Step 2: Just say that you want to delete an item out of the [Link] lasso tool is
free hand so click, hold and drag along the edges of the item.. Then release
when you have gone along the edges of the item and came back to the position
where you started.
● Step 3: Then press delete. And your item will be deleted.
● Have the students practice this with their own photos.
Closure (Day 2) Instruction Methods
● The teacher will walk around the room and answer any questions the students ● Independent Student Work
might have about the lasso tool.

Launch (Day 3) Instruction Methods

● Start day 3 by talking about the components of a successful poster. ● Teacher Demonstration
● Ask the students what they commonly see in posters and what catches their ● Group Discussion
attention.
● Talk to the students about expectations and components the poster should have:
-Must contain a slogan
-Integration of text and image.
-Use of composition, color, shape, line, space, emphasis, balance, &
contrast.
-Clarity of message on topic.
-Use a Color Scheme
Instruction (Day 3) Ins Instruction Methods
● Teacher Demonstration
● The teacher will walk the students through how to add text on a photo on ● Independent Student Work
Photoshop.
● Open a photo, Go to File > Open. In the next dialog, browse to a photo to use for
this project. Click open.
● Create a line of text
● Go to the tools panel and select the Horizontal Type tool. Click your image
where you would like to insert text and type a phrase. When you’re done, press
Escape to exit the text field. Notice that a new layer with your text has appeared
in the Layers panel.
● Style text. See the type options at the top of the Photoshop workspace.
Customize the text using the type options, which include font selection, type size,
alignment, and color.
● Edit [Link] change the text, be sure that you have selected the Type tool. Hover
over the text with your cursor and click once. Edit the text. Press Escape to
finish.
● Move text. If you decide that you want to move the text, select the Move tool
from the tools panel. Click and drag the text to move it.
● Once showing the students how to add text to a photo. Have the students draw
up 3 poster designs based on disability awareness.

Closure (Day 3) Instruction Methods

● The students will bring their disability awareness poster sketches to the teacher ● Independent Student Work
to be approved. If the sketches are approved then they can start the project on
day 4. If sketches need more work then students need to take home and work on
homework. Students will need sketch approvals before starting the project.

Launch (Day 4-5) Instruction Methods

● Start day by reminding the students about the components of a poster and what ● Teacher Instruction
they want their audience to feel when they look at the poster.
● Remind the students that they have two class periods to complete the poster
Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

Instruction (Day 4-5) Instruction Methods

● Independent Student Work
● Students will use their approved sketch as reference and start to develop their
poster on photoshop.

Closure (Day 4-5) Instruction Methods

● The teacher will walk around the room and take an evaluation of student ● Independent Student Work
progress. ● Student Instruction

Launch (Day 6) Instruction Methods

● Start day by asking the students how they felt about the project. ● Teacher Instruction
-What did you learn by making the poster? ● Group Discussion
-Where would the students like to see these posters located at?
-Are you becoming more comfortable with photoshop?

Instruction (Day 6) Ins Instruction Methods

● Teacher Instruction
● Project posters on board and have a class critique. ● Group Discussion
● Have the students lead the critique. Post questions on the board to help guide
the students. Questions like:
-Does the poster design represent the cause effectively?
-Do you think someone who doesn’t know the meaning behind the poster
could understand it?
-Does the poster represent the components of a successful awareness
poster?

Closure (Day 6) Instruction Methods

● If there is time after the critique, have the students display their work throughout ● Teacher Instruction
the school.

OBJECTIVE-DRIVEN ASSESSMENTS
1. Students will have to complete 3 preliminary sketches for the formative assessment
2. Students will have a completed disability awareness poster as the summative assessment.

REFERENCES

Be the change. Come Roll With Me. (2020, April 11). Retrieved November 22, 2021, from [Link]
change/.

Disability inclusion posters for national disability employment awareness month - disability:in . Disability. (2021, March 16).
Retrieved November 17, 2021, from [Link]
awareness-month/.

Poster design. (n.d.). Retrieved November 17, 2021, from [Link]

White, M. (2021, October 10). Artists bring disability awareness to life in new rino mural. CBS Denver. Retrieved November 22,
2021, from [Link]

(71), marinauzelac, & (47), banum. (n.d.). 🎨 women's Day : Frida Kahlo. Steemit. Retrieved November 22, 2021, from
[Link]

Developed and written by Melissa Jones, Art Education, Northern Illinois University, 2021

Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

Disability Awareness Poster/Beginning Photoshop Rubric

Excellent High Average Moderate Below Average
Achieving Achieving Poor
45 Points 35 Points 25 Points

Content/Theme -Poster thoroughly -Poster somewhat -Weak connection

addresses the addresses the to the
theme/topic or theme Theme/topic/subject
subject -Tells a story -Difficult to
-Tells a compelling related to ascertain
story related to designated topic theme/subject
topic -Some evidence of -Vague story
theme(personal, imagination, -Limited evidence of
emotional, powerful, creativity, or imagination,
etc.) thoughtfulness in creativity, or
-Thorough evidence relation to the thoughtfulness
of imagination, theme.
creativity, or
thoughtfulness

Layout/Design All information on Some of the Much of the

the poster is in information on the information on the
focus and can be poster is in focus poster is unclear or
easily viewed and and some of the too small
identified content is easily
viewed and
identified

Use of Photoshop The poster displays The poster includes The poster displays
Effects multiple uses of the use of a very little use of
Photoshop Photoshop effect, layering, lasso tool
effects including the such as a lasso tool or text
use of layers, lasso or text
tool, color, and text

Total /50

Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12
ARTE 343 Education Lesson Plan- by Dr. Gross in Spring2020

Resources For the Lesson

PowerPoint Link:
[Link]
=sharing

Student survey link on prior knowledge of Photoshop

[Link]

Helpful link on how to use the lasso tool in Photoshop

[Link]

Demonstration video on Photoshop focusing on the lasso tool and adding text.

[Link]

Early Elementary grades K-3 , Late Elementary grades 4-6 • Middle School grades 6-8
Early High School grades 9-11 • Late High School grade 12